SPP Indicator 7: Early Childhood Outcomes What's Required In 2005, the Early Childhood Outcomes (ECO) Center created the Child Outcomes Summary Process as a way for states to summarize data on children for federal reporting purposes. States use the Child Outcomes Summary Form to document the percent of preschool children with individualized education programs (IEP) who demonstrate improved functioning in three outcome areas.
Positive social-emotional skills (including social relationships
Acquisition and use of knowledge and skills (including early language/communication and early literacy)
Use of appropriate behaviors to meet their needs
Starting in 2011, the ECO Center began using the term "Child Outcomes Summary Process" (rather than the Child Outcomes Summary Form or COSF ) to emphasize that this measurement approach is a team process, not just a form.
What We Do
On an ongoing basis throughout the school year, preschool teachers and speech-language pathologists report on all children, ages three through five, who meet the Entry and Exit criteria during the reporting period (July 1-June 30). The electronic Childhood Outcomes Summary Form (i.e. secure SharePoint website) collects the following data:
Positive Social Emotional Skills at time of entry/exit
Acquisition and use of knowledge and skills at time of entry/exit
Use of appropriate behaviors to meet needs at time of entry/exit
Assessment Instruments used to collect data
Reason for exiting (ie: aged out, dismissed)
After the data are entered, the entries are reviewed by a program specialist for data entry errors to ensure accuracy and to ensure all schools are reported and not duplicate data exists. Case managers are responsible for printing the completed COSF and placing it in the student’s state folder. At the beginning of each year, all case managers responsible for entering data through the electronic COSF must sign a Data Certification Form which states that all data entered are valid and accurate. SPP Indicator 11: Child Find What's Required The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b)(2)(B), requires states to collect data from LEAs for State Performance Plan (SPP) indicators 1-14 in order to report data for the State Performance Plan / Annual Performance Report. The LEA is responsible for assuring that the data is accurate and therefore, must be knowledgeable of the process. Once entered and complete, the LEA certifier will certify the data. Every district must have a complete and certified status regardless of whether the district has no data to enter. If a district has no data to enter a zero should be entered into the application before the data collection is certified. What We Do On a monthly basis, evaluation case managers report the number of students ages 3 through 21, with signed, written parental consent through an electronic SPP 11 Survey found here: https://docs.google.com/forms/d/1FR8JcWypiFGHh-UkIwfuiFsLs-HsQqwtGXs-PSDKjOc/viewform . The electronic survey collects the following data:
Evaluations completed within the state established timeline.
Evaluations not completed within state established timelines.
Determined not eligible.
Determined eligible.
Determined to have been delayed and supported by notes/detailed records* of reason for delay
After the data are entered, the entries are reviewed by a program specialist for data entry errors to ensure accuracy and to ensure all school are reported. At the beginning of each year, all case managers, responsible for entering data through the SPP 11 Survey, must sign a Data Certification Form which states that all data entered are valid and accurate. *Detailed Records may include, but are not limited to: certified letters; detailed physician’s letters, comprehensive records of phone calls made or attempted along with the results of those calls, copies of correspondence sent to parents and any responses received, records of visits made to the parent’s home or place of employment and the results of those visits, log of multiple attempts to contact parents or guardians; etc. and should be collected as circumstances warrant. SPP Indicator 12: Early Childhood Transitions
What's Required
The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b)(2)(B), requires states to collect data from LEAs for State Performance Plan (SPP) indicators 1-14 in order to report data for the State Performance Plan / Annual Performance Report. State Performance Plan (SPP) Indicator 12 is a percentage of students referred by Part C / Early Childhood Intervention (ECI) prior to age 3 who are found eligible for Part B / District Special Education Services and who have an IEP (Individualized Education Program) developed and implemented by their third birthday.
What We Do
On a monthly basis, all data collected for SPP 12 are compiled by the Elementary Program Specialist assigned to Early Childhood services. The Program Specialist updates the Office of Special Education Services secure SharePoint website with the following data fields:
Student demographics (including Date of Birth)
120 day transition date
Referral date
Evaluation date
ARD/IEP date
Reason for evaluation delay
Formal SPP 12 monthly reports are submitted monthly by the Elementary Program Specialist.
SPP Indicator 13: Postsecondary Goals/Transition What's Required Indicator 13 relates to the percent of youth, ages 16 and above, who have IEPs (Individual Education Plans) that include appropriate measurable postsecondary goals which are annually updated and based upon age appropriate transition assessment and services. This includes courses of study and annual IEP goals that align to each student’s postsecondary goals, which will reasonably enable the student to meet their goals. There must also be evidence that the student was invited to the ARD/IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the ARD/IEP Team meeting with prior consent of the parent or student who has reached the age of majority. What We Do On a monthly basis, all data collected for SPP 13 are compiled by the Itinerate Transition Coaches assigned to each Middle and High School. This data is reviewed by the Middle and High School Program Specialists on a quarterly basis. This data includes student demographics as well as required answers for the following questions:
Are there appropriate measurable postsecondary goals in the areas of training, education, employment, and, when appropriate, independent living skills?
Are the postsecondary goals updated annually?
Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment(s)?
Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals?
Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals?
Is (are) there annual IEP goal(s) related to the student’s transition service needs?
Is there evidence that the student was invited to the Admission, Review, and Dismissal Committee (ARD) meeting where transition services were discussed?
If appropriate, is there evidence that a representative of any participating agency was invited to the Admission, Review and Dismissal Committee (ARD) meeting with the prior consent of the parent or student who has reached the age of majority?
After the window opens in the spring, data for SPP Indicator 13 is entered by Data Entry Agents (Middle and High School Program Specialists) into the web based SPP 13 application. Forms
What's Required
In 2005, the Early Childhood Outcomes (ECO) Center created the Child Outcomes Summary Process as a way for states to summarize data on children for federal reporting purposes. States use the Child Outcomes Summary Form to document the percent of preschool children with individualized education programs (IEP) who demonstrate improved functioning in three outcome areas.
- Positive social-emotional skills (including social relationships
- Acquisition and use of knowledge and skills (including early language/communication and early literacy)
- Use of appropriate behaviors to meet their needs
Starting in 2011, the ECO Center began using the term "Child Outcomes Summary Process" (rather than the Child Outcomes Summary Form or COSF ) to emphasize that this measurement approach is a team process, not just a form.What We Do
On an ongoing basis throughout the school year, preschool teachers and speech-language pathologists report on all children, ages three through five, who meet the Entry and Exit criteria during the reporting period (July 1-June 30). The electronic Childhood Outcomes Summary Form (i.e. secure SharePoint website) collects the following data:- Positive Social Emotional Skills at time of entry/exit
- Acquisition and use of knowledge and skills at time of entry/exit
- Use of appropriate behaviors to meet needs at time of entry/exit
- Assessment Instruments used to collect data
- Reason for exiting (ie: aged out, dismissed)
After the data are entered, the entries are reviewed by a program specialist for data entry errors to ensure accuracy and to ensure all schools are reported and not duplicate data exists. Case managers are responsible for printing the completed COSF and placing it in the student’s state folder. At the beginning of each year, all case managers responsible for entering data through the electronic COSF must sign a Data Certification Form which states that all data entered are valid and accurate.SPP Indicator 11: Child Find
What's Required
The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b)(2)(B), requires states to collect data from LEAs for State Performance Plan (SPP) indicators 1-14 in order to report data for the State Performance Plan / Annual Performance Report. The LEA is responsible for assuring that the data is accurate and therefore, must be knowledgeable of the process. Once entered and complete, the LEA certifier will certify the data. Every district must have a complete and certified status regardless of whether the district has no data to enter. If a district has no data to enter a zero should be entered into the application before the data collection is certified.
What We Do On a monthly basis, evaluation case managers report the number of students ages 3 through 21, with signed, written parental consent through an electronic SPP 11 Survey found here: https://docs.google.com/forms/d/1FR8JcWypiFGHh-UkIwfuiFsLs-HsQqwtGXs-PSDKjOc/viewform . The electronic survey collects the following data:
- Evaluations completed within the state established timeline.
- Evaluations not completed within state established timelines.
- Determined not eligible.
- Determined eligible.
- Determined to have been delayed and supported by notes/detailed records* of reason for delay
After the data are entered, the entries are reviewed by a program specialist for data entry errors to ensure accuracy and to ensure all school are reported. At the beginning of each year, all case managers, responsible for entering data through the SPP 11 Survey, must sign a Data Certification Form which states that all data entered are valid and accurate. *Detailed Records may include, but are not limited to: certified letters; detailed physician’s letters, comprehensive records of phone calls made or attempted along with the results of those calls, copies of correspondence sent to parents and any responses received, records of visits made to the parent’s home or place of employment and the results of those visits, log of multiple attempts to contact parents or guardians; etc. and should be collected as circumstances warrant.SPP Indicator 12: Early Childhood Transitions
What's Required
The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b)(2)(B), requires states to collect data from LEAs for State Performance Plan (SPP) indicators 1-14 in order to report data for the State Performance Plan / Annual Performance Report. State Performance Plan (SPP) Indicator 12 is a percentage of students referred by Part C / Early Childhood Intervention (ECI) prior to age 3 who are found eligible for Part B / District Special Education Services and who have an IEP (Individualized Education Program) developed and implemented by their third birthday.What We Do
On a monthly basis, all data collected for SPP 12 are compiled by the Elementary Program Specialist assigned to Early Childhood services. The Program Specialist updates the Office of Special Education Services secure SharePoint website with the following data fields:- Student demographics (including Date of Birth)
- 120 day transition date
- Referral date
- Evaluation date
- ARD/IEP date
- Reason for evaluation delay
Formal SPP 12 monthly reports are submitted monthly by the Elementary Program Specialist.
SPP Indicator 13: Postsecondary Goals/TransitionWhat's Required Indicator 13 relates to the percent of youth, ages 16 and above, who have IEPs (Individual Education Plans) that include appropriate measurable postsecondary goals which are annually updated and based upon age appropriate transition assessment and services. This includes courses of study and annual IEP goals that align to each student’s postsecondary goals, which will reasonably enable the student to meet their goals. There must also be evidence that the student was invited to the ARD/IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the ARD/IEP Team meeting with prior consent of the parent or student who has reached the age of majority.
What We Do On a monthly basis, all data collected for SPP 13 are compiled by the Itinerate Transition Coaches assigned to each Middle and High School. This data is reviewed by the Middle and High School Program Specialists on a quarterly basis. This data includes student demographics as well as required answers for the following questions:
- Are there appropriate measurable postsecondary goals in the areas of training, education, employment, and, when appropriate, independent living skills?
- Are the postsecondary goals updated annually?
- Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment(s)?
- Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals?
- Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals?
- Is (are) there annual IEP goal(s) related to the student’s transition service needs?
- Is there evidence that the student was invited to the Admission, Review, and Dismissal Committee (ARD) meeting where transition services were discussed?
- If appropriate, is there evidence that a representative of any participating agency was invited to the Admission, Review and Dismissal Committee (ARD) meeting with the prior consent of the parent or student who has reached the age of majority?
After the window opens in the spring, data for SPP Indicator 13 is entered by Data Entry Agents (Middle and High School Program Specialists) into the web based SPP 13 application.Forms
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